We also have kids who can't read the HM below level books. Do you have a book room with leveled texts available for your use with small groups? Sounds like you need to drop down some levels in order to find their instructional level. STAR is really not a great indicator of their true reading level. It certainly doesn't allow you to hear what strategies they are using at point of difficulty or how fluent they sound. Do you have DRA kit or a Rigby Benchmark kit available? If so, I'd use that and take a running record on your strugglers. If not, I'd gather some leveled readers and take running records until you find the text reading level that is 90-94% accurate, with good comprehension and fluency and being instruction there. You are exposing them to grade level text thru the reading of the story in the basal, but to teach them to really read, you are going to have to get them into small groups where instruction is delivered at their instructional level. Kelli
[EMAIL PROTECTED] wrote: In a message dated 9/16/2006 8:49:23 PM Eastern Standard Time, [EMAIL PROTECTED] writes: We realize that we have to supplement using other read alouds and much more thinking aloud of our thinking in order for students to grasp the comp. strategies. Also, we have to supplement with Guided Reading Groups because most students cannot read the story in the basal independently. (another quote by Dr. Cooper) We are using the basal to expose them to grade level text, but teaching them to read in GR I have students who can't read some of the leveled texts independently as well. Our district mandates a minimum of 30 whole group instruction-according to my district these are the activities that I am permitted to do during that time. 1. read aloud 2. shared reading 3. teach skills and strategies 4. phonemic awareness- K-2 5. phonics/spelling lesson 6. vocabulary 7. mini-handwriting lessons-builds fluency according to the district 8. mini interactive editing lessons Then I am required to have 60 minutes of small group instruction. I have divided my class into three groups based on reading ability-we use the STAR at the beginning of the year to help us decide where to put everyone. Students meet with me for 20 minutes-this is when we preview the vocab reader, read the leveled reader, discuss the reader, complete comprehension questions about the reader and continue to model the different reading strategies. Then studetns go to the thinking lab-for the low and middle group they continue with what ever they had done with me. They might read the leveled book with a partner, etc. Then they go to the "By myslef" station which is where the independent literacy stations are located. We have four stations per week, each student completes one station per day. We don't rotate on Fridays. That day is for spelling and reading comprehension test as well as conferencing about station activities completed. Also, those students who don't complete a particular station have time to do so. I too am rather frustrated, only about 3 or 4 of my 15 kids read at grade level, yet I am stuck with this basal filled with material they can't read independently. Rosie _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
